Smarter Balanced Digital Library: Focus on Deeper Learning · 2015. 6. 18. · Focus on Deeper Learning CBALTM Mathematics and English Language Arts National Conference on Student

Smarter Balanced Digital Library:Focus on Deeper Learning

CBALTM

Mathematics and English Language Arts

National Conference on Student AssessmentJune 23, 2015

Jeff HaberstrohKasey Jueds

What We’ll Cover

• The CBAL initiative

• CBAL Mathematics

• CBAL ELA

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What is the CBALTM Research Initiative?

CBAL: Cognitively Based Assessment of, for, and as Learning

• Work began in 2007

• Model for a comprehensive assessment system to assess deeper learning

• Strong research basis

• Blend assessment and instruction

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Learning Sciences Principles, Competency Models and Learning Progressions as a

Substantive Basis for Practice

CurriculumFrameworks

LearningSciencesResearch

Competency Model and Associated

Learning Progressions

Instruction

Professional Development

Assessment

Classroom Practice

Technology

Technology

Technology

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CBALTM Collaborations• Middle Schools and High Schools

– Portland, Maine

– Carteret, New Jersey

– Madison County, Kentucky (CCSSO ILN site)

– Monongahela County, West Virginia (CCSSO ILN site)

– North Brunswick, New Jersey

– Waukesha STEM Academy, Wisconsin (CCSSO ILN site)

– West Allis-West Milwaukee, Wisconsin (CCSSO ILN site)

• Teachers from schools near Princeton, New Jersey

• Institute for Student Achievement (ISA)

• Teachers College Reading & Writing Project, Columbia University

• The Algebra Project5

Learning Progressions

(Definition) Description of qualitative change in student’s level of sophistication for a key concept, process, strategy, practice, or habit of mind

• May help to better connect student thinking with evidence (work) produced

• Suggest possible next steps for instruction

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CBAL Mathematics

CBAL Mathematics

• Overview – including the CBAL-M Competency Model, example of a learning progression, and Smarter Balanced targets assessed

• CBAL-M materials in the Smarter Balanced Digital Library

• Excerpts from one assessment task

• Linking assessment with instruction

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Middle School Math Competency Model: The First Three Levels

Confidential and Proprietary. Copyright © 2009 Educational Testing Service. All rights reserved.

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CBAL Mathematics Competency Model


Use Basic Dimensions of Mathematical Competency

Model

Abstract to Models

Revise and Improve Models

Apply Models

Represent

Understand and Use Numbers

and Operations

Create Representational

Devices

Revise Representational

Devices

Interpret Representational

Devices

TranslateRepresentational

Devices

Integrate Representational

Devices

Recognize the Effect of

Assumptions

Recognize Improbable

Results

CommunicateUse

MetacognitionDiscover/Create

New ResultsConnect Generalize

Provide Supporting Examples

ProvideCounter-examples

PoseConjectures

Evaluate Arguments

Develop Informal Proof

Recognize Need for Formal Proof Use Inference

Understand and Use Measurements

Understand and Use Geometry

Understand and Use Algebra

Use Representations

Fluently

Use Procedures Fluently

Use Conceptual Knowledge

Understand and Use Data Analysis

and Probability

Use Percentage With Understanding

Generate an Equation

Solve Equations and Inequalities and

Simplify Expressions

Use, Graph, and Reason About Linear Functions and Some Non-linear Functions (Quadratic Functions)

Use and Understand Algebraic Notation

Work in 2- and 3-Dimensional Space Using

Distance and Angle

Understand Properties and Similar Figures

Understand Transformations

Estimate and Approximate

Use Formulas to Determine Perimeter and Area of 2-Dimensional Shapes

Use Formulas to Determine Surface Area and Volume of

3-Dimensional Shapes

Calculate the Probability of an

Event

Use and Interpret Descriptive Statistics

Use and Interpret Data Displays

Apply Conceptual Knowledge Broadly

Apply Conceptual Knowledge Deeply

Understand and Use

Content-Specific Procedures and

Language

Use Cross-Cutting

Mathematical Processes

Mathematical Competency

Use Qualitative Reasoning

Justify

Argue

Understand and Operate With Real

Numbers

Use Proportionality With Understanding

Reason About Quantities

Use Ratio With Understanding

Use Rate With Understanding


and Operations

Understand and Use


Language

Use Cross-Cutting




Justify

Argue


Numbers





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and Operations

Understand and Use


Language

Use Cross-Cutting




Justify

Argue


Numbers





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Content to be Assessed

Use Cross-Cutting


Understand and Use


Language



Justify

Argue


Numbers






and Operations

Relevant Portionof the Competency Model

Proportional Reasoning

RatiosRates

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Relevant Learning Progression

1. Has intuitive understanding

2. Begins to quantify

3. Recognizes multiplicative relationship

4. Understands the multiplicative relationship

5. Has a generalized model

ProportionalReasoning

Learning Progression

Based on Baxter and Junker, 2001 (cited in Weaver and Junker, 2004)

The student

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Content to be Assessed

MixingProportional

Punch

Use Cross-Cutting


Understand and Use


Language



Justify

Argue


Numbers






and Operations

Interpretationof tables

Comparison/contrast of 2

objects

Accuracy of calculations

with rational numbers

Supply of supporting examples

Distinction between ratio and quantity

Effectivenessof

communication

Perception of patterns

Evaluationof given

statements/information

Recognitionof change in

mixture after changing ratio

of mixture

1. Has intuitive understanding

2. Begins to quantify

3. Recognizes multiplicative relationship

4. Understandsmultiplicativerelationship

5. Has generalized model

ProportionalReasoningLearning

Progression

Relevant Portionof the Competency Model

Relevant Learning Progression

Relevant EvidenceTypes

Prototyping & Task Modeling Task

Proportional Reasoning

RatiosRates

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CBAL Mathematics in the Digital Library

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Proportional Punch

Excerpts froma Proportional Reasoning

Classroom Task

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Confidential and Proprietary. Copyright © 2011 Educational Testing Service. All rights reserved.17

Confidential and Proprietary. Copyright © 2011 Educational Testing Service. All rights reserved.18


Level 1: Has Intuitive Understanding

Student’s intuitive understanding of quantity permits them to answer questions about

more and less (e.g., which drink is sweeter?) or fairness (e.g., divide pizza or cookies

so everyone gets a fair share).19


Level 1: Has Intuitive Understanding

Student’s intuitive understanding of quantity permits them to answer questions about

more and less (e.g., which drink is sweeter?) or fairness (e.g., divide pizza or cookies

so everyone gets a fair share).

The punch contains the same

amount of punch mix as before.

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Level 2: Begins to Quantify

Student’s notion of ratio starts to develop,

can work with one ratio but may have

trouble comparing to another ratio. May

have additive misconception.21


















have additive misconception.

They are the same because 2 is

just 1 away from 3 and 3 is just

one away from 4.

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Same answer does not mean same level of

understanding:

Level 3: Recognizes Multiplicative Relationships

OR

Level 4: Understands Multiplicative Relationships

(OR possibly

Level 5: Has Generalized Model)

100 42

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understanding:


OR


(OR possibly


100 42

3+3+3+3+3+3+3+3+3+3+3+3+3+

3+3+3+3+3+3+3+3+3+3+3+3+3+

3+3+3+3+3+3+3+3+3+3+3+3+3+

3+3+3+3+3+3+3 keep going to

50 3 to get to 150. So do the 2

50 to get to 100.

2 scoops+2+2+2+2+2+2+2+2+2+

2+2+2+2=28

3+3+3+3+3+3+3+3+3+3 = 30+3+

3+3+3=42

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understanding:


OR


(OR possibly


100 42

150 cups is ? times as much

as 3 cups. 50

So the 2 scoops gets times

50. 100

Same. 28 divided by 2 is 14.

Times the 3 cups times 14 = 42

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Analyzing the Evidenceand Estimating an LP Level

• Review responses across the entire collection of questions in the task

• Realize that some questions contribute more evidence than others to a given level

• Use learning progressions descriptions and professional judgment to estimate the overall level of understanding

• Revise as necessary, based on new evidence collected

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Analyzing the Evidenceand Estimating an LP Level (cont.)

Proportional Punch

• Level 1 (3 of 7 questions correct)

• Level 2 (5 of 6 correct)

• Levels 2/3 (1 of 2 correct)




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Proportional Punch




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Proportional Punch




Note: It is not always possible to estimate an overall level, based on the available evidence.

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Support for Teachers –CBAL Teacher Handbooks

• Intended to support deeper learning and teaching

• Organized to help focus on what teachers need to know as they are using the tasks

Discussion for each question includes

• Correct response,

• What is being assessed,

• What to emphasize to students, and

• What to look for in student responses (i.e., interpreting the evidence)

• Also for this unit, videos for teachers that provide additional insights into proportional reasoning learning progression

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Each question includes annotations that support good teaching and learning practices.

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Summary

CBAL tasks in this unit assess the following Smarter Balanced assessment targets.

Grade 6, Target A: Understand ratio concepts and use ratio reasoning to solve problems.

Grade 7, Target A: Analyze proportional relationships and use them to solve real-world and mathematical problems.

… and more broadly support the four Smarter Balanced claims in mathematics.

Students can explain and apply mathematical concepts…

Students can solve a range of complex well-posed problems…

Students can clearly and precisely construct viable arguments…

Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Learning progressions provide a structure for assessing student understanding and deeper learning in CBAL mathematics tasks as well as a tool to link assessment with instruction.

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CBAL ELA

Kasey Jueds

CBAL ELA

• Sample CCSS and Smarter Balanced argumentation standards/targets

• CBAL learning progressions and argumentation framework

• CBAL-ELA materials in the Smarter Balanced Digital Library

• Excerpts from one assessment task, Analyzing Arguments

• Teacher Handbook: Linking assessment with instruction

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Sample Argumentation Standards (Common Core) and Targets (Smarter Balanced)

CCSS 4th Grade

CCSS8th Grade

CCSS 11th and 12th Grades

Smarter Balanced

Target

ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

ELA-Literacy.RI.8.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

ELA-Literacy.RI.11-12.8Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.

Read informational texts: reasoning and evidence

Literacy.W.4.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

ELA-Literacy.W.8.1Write arguments to support claims with clear reasons and relevant evidence.

ELA-Literacy.W.11-12.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Write brief argumentative texts

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CBALTM Argumentation Framework

Create and Evaluate

Arguments

Understand the Issue: Context

and Stakes

Consider Positions

Explore the Subject

Organize and Present

Arguments

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Create and Evaluate

Arguments

Understand the Issue:

Context and Stakes

Consider Positions

Explore the

Subject


Arguments

Appeal Building• Whose opinions about this issue

matter?• What do people who are interested in

this issue care about?• Who am I trying to convince? How will

I convince them?• Who are others trying to convince?

How might they convince them?

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Create and Evaluate

Arguments


Context and Stakes

Consider Positions

Explore the

Subject


Arguments


matter?• What do people who are interested

in this issue care about?• Who am I trying to convince? How

will I convince them?• Who are others trying to convince?


Research and Inquiry• What do I know about the

subject?• What don't I know?• How can I find out more?• What information is relevant?

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Create and Evaluate

Arguments


Context and Stakes

Consider Positions

Explore the

Subject


Arguments

Taking a Position• What positions are reasonable?• Are they all clear and defensible?• What position should I take? • How should I focus and limit my

position?








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Create and Evaluate

Arguments


Context and Stakes

Consider Positions

Explore the

Subject


Arguments

Taking a Position• What positions are reasonable?• Are they all clear and defensible?• What position should I take? • How should I focus and limit my

position?








Reasons and Evidence• What reasons can I use to

support my conclusions?• Do I have enough evidence

to support each reason?• What counterarguments

should I address?

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Create and Evaluate

Arguments


Context and Stakes

Consider Positions

Explore the

Subject


Arguments

Taking a Position• What positions are reasonable?• Are they all clear and

defensible?• What position should I take? • How should I focus and limit

my position?








Reasons and Evidence• What reasons can I use to

support my conclusions?• Do I have enough evidence

to support each reason?• What counterarguments

should I address?

Framing a Case• How should I present my

arguments?• What structure is most effective and

logical?• How will people with different

perspectives present their arguments?

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An Argumentation Learning Progression

Level Reasons and Evidence

1Understands the idea that positions need to be supported with reasons that will be convincing to the audience

2

Recognizes, generates, and elaborates on reasons in writing, with some awareness of the need for evidence, and uses one’s own argument to counter others’ argument in an engaging, familiar context

3

Understands use of evidence and clearly grasps the need to provide evidence and reasons that are directly relevant to and support the main point and which are logically sound

4Understands the role of critique and rebuttal and is able to reason about and respond to counterevidence and critical questions

5Builds systematic mental models of entire debates and uses that model to frame one’s own attempts to build knowledge

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CBALTM

ELA Materials in the Smarter Balanced Digital Library

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Analyzing Arguments

Excerpts froman ELA Assessment Task

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• Introduction

• Pro and Con

• Claims, Reasons, and Evidence

• Facts and Opinions

• Errors in Logic

• Evaluating Arguments

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50

51

52

53

54

55

56

57

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Errors in Logic

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Evaluating Arguments

Support for Teachers –CBAL Teacher Handbooks

• Intended to support good learning and teaching

• Organized to help focus on what teachers need to know as they are using the tasks

ELA handbooks include• Introduction/overview of the entire set,• Planning pages for each of the individual

activities, and• Glossary of formative assessment techniques

Planning pages include a screen shot of each activity, answer guide, targeted CBAL learning progressions, suggestions for classroom implementation, and space for notes.

The handbook also defines a number of suggested formative assessment techniques.

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Summary

• CBAL Analyzing Arguments tasks support assessment of two Smarter Balanced targets in ELA.

Read informational texts: reasoning & evidence

Write brief argumentative texts

• CBAL Argumentation Framework and Learning Progressions provide basis for scaffolded activities within Analyzing Arguments.

• Teacher handbook supports planning, implementation, and assessment of each task.

Documents

Smarter Balanced Digital Library: Focus on Deeper Learning · 2015. 6. 18. · Focus on Deeper Learning CBALTM Mathematics and English Language Arts National Conference on Student